| 1. |
- Abdo, A. A., et al.
(författare)
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The on-orbit calibration of the Fermi Large Area Telescope
- 2009
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Ingår i: Astroparticle physics. - : Elsevier BV. - 0927-6505 .- 1873-2852. ; 32:3-4, s. 193-219
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Tidskriftsartikel (refereegranskat)abstract
- The Large Area Telescope (LAT) on-board the Fermi Gamma-ray Space Telescope began its on-orbit operations on June 23, 2008. Calibrations, defined in a generic sense, correspond to synchronization of trigger signals, optimization of delays for latching data, determination of detector thresholds, gains and responses, evaluation of the perimeter of the South Atlantic Anomaly (SAA), measurements of live time, of absolute time, and internal and spacecraft boresight alignments. Here we describe on-orbit calibration results obtained using known astrophysical sources, galactic cosmic rays, and charge injection into the front-end electronics of each detector. Instrument response functions will be described in a separate publication. This paper demonstrates the stability of calibrations and describes minor changes observed since launch. These results have been used to calibrate the LAT datasets to be publicly released in August 2009.
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| 2. |
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| 3. |
- Almgren Bäck, Gunilla, et al.
(författare)
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Speech-to-text intervention to support text production among students with writing difficulties : a single-case study in nordic countries
- 2024
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Ingår i: Disability and Rehabilitation. - : Taylor & Francis. - 1748-3107 .- 1748-3115.
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Tidskriftsartikel (refereegranskat)abstract
- Studies report that speech-to-text applications (STT) may support students with writing difficulties in text production. However, existing research is sparse, shows mixed results, and lacks information on STT interventions and their applicability in schools. Therefore, this study aimed to investigate whether a systematic and intensive assistive technology intervention focusing on STT can improve text production. A modified multiple-baseline across-subject design was used involving eight middle school students, four Norwegian and four Swedish. Their STT-produced narrative texts were collected during and after the intervention and the productivity, accuracy, and text quality were analysed. Keyboarding was the baseline control condition. The results demonstrated that seven of the eight students increased text productivity and that the proportion of word-level accuracy was maintained or improved. The use of punctuation progressed in participants with poor baseline skills. Most students’ STT-produced texts had at least a similar ratio of meaningfulness and text quality as keyboarding. However, the magnitude of the changes and development patterns varied, with three students showing the most notable impacts. In conclusion, this study’s intervention seemed beneficial in initially instructing STT, and the progress monitoring guided individually adapted future interventions such as balancing productivity and formal language aspects. Removing the spelling barrier with STT provided an opportunity for students to improve their higher-order skills, such as vocabulary diversity and overall text quality. Furthermore, visible progress, such as the ability to produce longer texts, might motivate continued STT usage. However, such development may not always be immediate.
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| 4. |
- Alvarsson, Jesper J.
(författare)
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Perspectives on wanted and unwanted sounds in outdoor environments : Studies of masking, stress recovery, and speech intelligibility
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- An acoustic environment contains sounds from various sound sources, some generally perceived as wanted, others as unwanted. This thesis examines the effects of wanted and unwanted sounds in acoustic environments, with regard to masking, stress recovery, and speech intelligibility.In urban settings, masking of unwanted sounds by sounds from water structures has been suggested as a way to improve the acoustic environment. However, Study I showed that the unwanted (road traffic) sound was better at masking the wanted (water) sound than vice versa, thus indicating that masking of unwanted sounds with sounds from water structures may prove difficult. Also, predictions by a partial loudness model of the auditory periphery overestimated the effect of masking, indicating that centrally located informational masking processes contribute to the effect. Some environments have also been shown to impair stress recovery; however studies using only auditory stimuli is lacking. Study II showed that a wanted (nature) sound improve stress recovery compared to unwanted (road traffic, ambient) sounds. This suggests that the acoustic environment influences stress recovery and that wanted sounds may facilitate stress recovery compared to unwanted sounds. An additional effect of unwanted sounds is impeded speech communication, commonly measured with speech intelligibility models. Study III showed that speech intelligibility starts to be negatively affected when the unwanted (aircraft sound) masker have equal or higher sound pressure level as the speech sound. Three models of speech intelligibility (speech intelligibility index, partial loudness and signal–to–noise ratio) predicted this effect well, with a slight disadvantage for the signal–to–noise ratio model. Together, Study I and III suggests that the partial loudness model is useful for determining effects of wanted and unwanted sounds in outdoor acoustic environments where variations in sound pressure level are large. But, in environments with large variations in other sound characteristics, models containing predictions of central processes would likely produce better results.The thesis concludes that wanted and unwanted characteristics of sounds in acoustic environments affect masking, stress recovery, and speech intelligibility, and that auditory perception models can predict these effects.
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| 5. |
- Anrup, Roland, et al.
(författare)
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Centrala universitetsvärden hotas av bolagiseringsidén
- 2013
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Ingår i: Dagens nyheter. - 1101-2447.
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Högskolestiftelser. Förslaget att driva svenska universitet i stiftelseform öppnar för bolagisering. Men det är ingen riktig utredning, utan en politisk pamflett utan eftertanke. Privatisering av universitet hotar både oberoendet, forskningskvaliteten och samhällsnyttan, skriver 36 forskare vid svenska högskolor och universitet.
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| 6. |
- Antera, Sofia, et al.
(författare)
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Important and achieved competence for Swedish vocational teachers : A survey with teachers and principals
- 2022
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Ingår i: Nordic Journal of Vocational Education and Training. - 2242-458X. ; 12:1, s. 76-102
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Tidskriftsartikel (refereegranskat)abstract
- Vocational teachers have a key role in the professional growth of vocational students, making their competence an important factor in the quality of VET. This study explores how principals and vocational teachers identify important and achieved competencies in relation to vocational teachers’ work. The data was collected through an online questionnaire, centred in two types of competence, competence important for teachers (important competence) and competence they consider they have already developed (achieved competence). For each type, a set of 27 competencies was evaluated on a Likert-scale by 370 participants, including both teachers and principals. The statistical analysis was primarily descriptive. The findings indicated that good communication with students, assessment of students’ knowledge, skills and abilities, and creating conditions for learning, are the three most important and achieved competencies in VET teachers’ work. On the contrary, previous teaching experience, working experience with adults and migrants, and the competence related to recruitment of students and marketing of the school, were seen as the least important and achieved ones. Different actors, meaning principals and teachers, reached an agreement on these findings. Future research should look into the reasons behind the selection of specific competence as important and the processes of competence development.
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| 7. |
- Antera, Sofia, 1992-
(författare)
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Vocational Teachers’ Professional Competence at the Intersection of Two Regimes of Competence : The case of Sweden
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The high demand for vocational teachers in Vocational Education and Training (VET) in Sweden has led to their recruitment in the early stages of vocational teacher studies. Entering into this new community of practice, vocational teachers tend to bring in experience from their previous occupational practice. This dissertation explores vocational teachers’ competence through their own perceptions and through the school principals’ perspective, addressing important competence areas, as well as how professional competence is defined and understood by vocational teachers themselves.This dissertation is a compilation thesis of three Studies. Study I is a Conceptual Analysis Method (CAM) of the concept of professional competence of vocational teachers. Study I demonstrated that the main attributes of professional competence include the situated and developmental character of professional competence and its relationship with action. A distinct relationship between professional competence and professionalism, performance, and qualifications was identified as significant to the concept.Study II, a questionnaire of important and achieved competence, answered by 370 participants, showed that good communication with students and assessment of students’ knowledge, skills and abilities are the two most important and achieved competencies for vocational teachers. On the contrary, previous teaching experience and working experience with migrants were placed among the least important. Moreover, Study II presented results on vocational teachers’ challenges, with students that need extra support being the challenge affecting teachers the most.Study III, an interview study with 14 vocational teachers, outlined the regime of competence for vocational teachers. The regime of competence is a set of principles that recognise membership in a community. According to the findings, the regime of competence for vocational teachers includes up-to-date vocational competence, but also interpersonal competence, meaning communication skills and the construction of a teacher-student trust relationship. Part of this regime is also the teacher’s ability to match the student with the workplace, contributing to higher quality work-based training for the student. Finally, a continuous development attitude is included.The combined findings from the three Studies indicated that teaching competence has a high use value due to its relevance with the vocational teachers’ work, but low exchange value as it is not a formal requirement for teachers’ employment. On the contrary, vocational competence have high exchange value, as it is required for recruitment. The analysis of the combined findings concluded that different competence areas are prioritised based on relevance to the teaching practice, formality and individual preference. With these three aspects affecting teachers’ choices of what competence they would develop, there is a risk for unbalanced identities.In conclusion, understanding what is needed for the job of a vocational teacher can facilitate better preparation for vocational teachers. Supporting teachers aligning their previous competence with the regime of competence instructed by the practice of vocational teaching can be assisted through the recontextualisation of previous experiences to achieve relevance to the new tasks.
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| 8. |
- Bishop, Kevin, et al.
(författare)
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The Effects of Forestry on Hg Bioaccumulation in Nemoral/Boreal Waters and Recommendations for Good Silvicultural Practice
- 2009
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Ingår i: Ambio. - : Royal Swedish Academy of Sciences. - 0044-7447 .- 1654-7209. ; 38:7, s. 373-380
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Tidskriftsartikel (refereegranskat)abstract
- Mercury (Hg) levels are alarmingly high in fish from lakes across Fennoscandia and northern North America. The few published studies on the ways in which silviculture practices influence this problem indicate that forest operations increase Hg in downstream aquatic ecosystems. From these studies, we estimate that between one-tenth and one-quarter of the Hg in the fish of high-latitude, managed forest landscapes can be attributed to harvesting. Forestry, however, did not create the elevated Hg levels in the soils, and waterborne Hg/MeHg concentrations downstream from harvested areas are similar to those from wetlands. Given the current understanding of the way in which silviculture impacts Hg cycling, most of the recommendations for good forest practice in Sweden appear to be appropriate for high-latitude regions, e.g., leaving riparian buffer zones, as well as reducing disturbance at stream crossings and in moist areas. The recommendation to restore wetlands and reduce drainage, however, will likely increase Hg/MeHg loadings to aquatic ecosystems
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| 9. |
- Fuster, Carles, 1991-
(författare)
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Lexical Transfer in Pedagogical Translanguaging : Exploring Intentionality in Multilingual Learners of Spanish
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- A long-standing pedagogical implication of the traditional monolingual perspective in research and education has been to discourage any use of non-target languages in the L2 classroom as an attempt to reduce ‘interferences’ (i.e., transfer) between learners’ languages. Within the current multilingual paradigm shift, however, it has become clear that multilingualism can be an asset and the positive effects of transfer are acknowledged. The recent theoretical proposal of ‘pedagogical translanguaging’ suggests that teachers may help learners find opportunities to transfer aspects from their languages intentionally, as a resource or creative strategy, by raising their awareness of similarities between their languages.Yet, from an empirical perspective very little is known about (un)intentionality in transfer. This thesis investigates how multilingual language learners use transfer unintentionally versus intentionally and how several potentially important variables may be related to (un)inten-tionality in transfer. The focus is on lexical transfer in the written production of multilingual learners of Spanish in Sweden.Written transfer data were collected from 78 students in heterogeneously multilingual classrooms, including learners with different language backgrounds. Words that were reported (intro- or retrospectively) by a learner to have been transferred from a background language were coded as instances of intentional transfer. Conversely, when non-target-like words that could be traced back to a background language by the researcher were used but not com-mented on by the learner, they were coded as instances of unintentional transfer.A quasi-Poisson regression analysis was employed to test the significance of transfer factors on learners’ amounts of unintentional and intentional transfer. A qualitative lexical analysis was conducted, moreover, to explore how the different types of lexical transfer were manifested depending on whether they were produced unintentionally or intentionally. As a complement to the data, the learners’ teachers were interviewed on their attitudes towards the use of non-target languages in the Spanish lessons.The learners produced lexical transfer both unintentionally and intentionally. A significant tendency was found for intentional transfer to come from L2s rather than from L1s, possibly due to a higher level of metalinguistic knowledge in L2s. A significant tendency was also found for unintentional transfer to occur as a result of crosslinguistic morphological similarity. Additionally, a trend was observed for more multilingual learners to exhibit smaller amounts of unintentional transfer, possibly due to an enhanced conscious control of language use. (Un)intentionality was also found to relate to the different types of lexical transfer (e.g., foreignising, borrowing) in varying ways. The learners’ teachers felt positive about a multilingual instructional approach and often tried to make crosslinguistic comparisons.Apart from shedding light on the dimension of (un)intentionality in lexical transfer, this thesis elaborates on pedagogical translanguaging and the idea of using languages as resources. It suggests that pedagogical linguistic awareness-raising activities should aim not only to help learners find opportunities to use transfer as a strategy, but also to help them avoid certain instances of unintentional transfer, and offers insights into which linguistic aspects such activities could focus on.
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| 10. |
- Fälth, Linda, 1973-, et al.
(författare)
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Reading acquisition among students in Grades 1-3 with intellectual disabilities in Sweden
- 2024
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Ingår i: Dyslexia. - : John Wiley & Sons. - 1076-9242 .- 1099-0909. ; 30:3
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates the reading performance of younger students with intellectual disabilities to gain insight into their needs in reading education. Participants were 428 students in Grades 1 to 3 in Sweden. They performed LegiLexi tests measuring pre-reading skills, decoding and reading comprehension based on the model of Simple View of Reading. Results demonstrate a great variation in reading acquisition among students. Some students are able to decode single words and read shorter texts with comprehension already in Grade 1. Other students still struggle with learning letters and developing phonological awareness in Grade 3. According to their longitudinal data over grades, results show that most students progress in pre-reading skills, decoding, and reading comprehension. Hence, assessing reading skills among students with intellectual disabilities in Grades 1-3 using tools aligned with the Simple View of Reading seems applicable and informative for teachers. This study underscores the significance of informed instructional practices for empowering these students in reading education.
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